POSTER
SESSIONS (PO)
These visual displays provide an informal, interactive format for the presentation of research, data, and innovative practices and will be available on demand at any time during the convention week. They will also be available post-convention for 60 days.
Making Sense of the BDI-3 Global Score for Young Children
Making Sense of the BDI-3 Global Score for Young Children
Brittany Dale, Author; Brittany Dale, Author
Brittany Dale, Author; Brittany Dale, Author
Learn about the interpretability of the BDI-3 global score for infants and toddlers and its relationship to motor, communication, and cognitive skills.
Author(s):
Objectives:
- explain the importance of accurate assessment as it related to timely early intervention;
- interpret the global score on the BDI-3 with infants and toddlers to better inform intervention teams; and
- explain the relationship of motor skills in the overall performance of infants and toddlers on the BDI-3.
Content Validity of a Family Engagement Measure
Explore the development of a measure of culturally responsive family engagement to improve services for diverse families in early childhood settings.
Author(s):
Objectives:
- examine the process of developing a culturally and linguistically responsive family engagement measure for early childhood settings;
- analyze steps taken to establish content validity in the development of a new measure;
- apply Domain 2B: Consultation and Collaboration, by analyzing how collaboration with stakeholders from various professional backgrounds informed the development and content validation of a culturally responsive family engagement measure; and
Exploratory Factor Analysis of the BDI-3 for Young Children
Exploratory Factor Analysis of the BDI-3 for Young Children
Courtney Larsen, MA, Author; Courtney Larsen MA, Author
Courtney Larsen, MA, Author; Courtney Larsen MA, Author
Does the Battelle Developmental Inventory have strong construct validity? Learn more about interpreting toddler assessments. Specifically, gain knowledge outside of what the examiners manual has to offer for the BDI-3.
Author(s):
Objectives:
- interpret the BDI-3 for young children within the age range of 2:00 to 3:11;
- learn about the construct validity of the BDI-3; and
- learn if an alternative factor model explains the BDI-3 constructs.
Open Science: Breaking Down Barriers for Rural School Psychologists
Open Science: Breaking Down Barriers for Rural School Psychologists
Amanda Hardin, Author; Amanda Hardin, Author
Amanda Hardin, Author; Amanda Hardin, Author
What happens when we research new ways to support rural school psychologists? Innovation and equity. Learn how open science can address some barriers and systemic issues rural populations face.
Author(s):
Objectives:
- explain open science and how it relates to the field of school psychology;
- identify barriers rural school psychologists face and analyze how components of open science can help address them; and
- assess implementation challenges and identify strategies to address them.
Training Educators to Identify and Mitigate the Influence of Bias
Training Educators to Identify and Mitigate the Influence of Bias
John Gallo, Author; John Gallo, Author
John Gallo, Author; John Gallo, Author
This poster will review implicit bias within education and summarize the effect of an implicit bias training involving educators and school psychologists. Strategies to reduce disparate outcomes will be reviewed.
Author(s):
Objectives:
- identify strategies that may reduce the influence of implicit bias;
- describe how implicit bias trainings may increase an individual’s awareness and concerns about bias; and
- explain how implicit bias trainings fit into the NASP Practice Model.
Happiness Matters: Exploring Positive Pathways for Autism
Ashley Sexton, Author; Ashley Sexton, Author
Ashley Sexton, Author; Ashley Sexton, Author
We will present findings from a pilot study of a positive psychology-based intervention designed to enhance the well-being of students with autism, including data on social acceptability.
Author(s):
Objectives:
- understand the need for well-being interventions developed for autistic individuals;
- implement evidence-based positive psychology activities with autistic students; and
- comprehend initial findings regarding the efficacy and acceptability of the intervention.
Insights Into School Psychologist Retention Across Settings
Retention and turnover in the field affect services for youth. This presentation examines practice differences among school psychologists in school and nonschool settings who reportedly wanted to leave the field.
Author(s):
Objectives:
- learn about the brief historical overview of school psychologists practicing in school and nonschool settings;
- understand retention and turnover in the field of school psychology;
- describe demographics and tasks of school psychologists (in school and nonschool settings) who reportedly want to leave the field; and
A Comprehensive Overview of Existing Latinx Newcomer Socioemotional Interventions
Emily Romero, Author; Emily Romero, Author
Emily Romero, Author; Emily Romero, Author
This poster discusses the importance of targeted social–emotional interventions for Latinx newcomer students. Results present recommendations and implications based on a systematic review of research-based interventions.
Author(s):
Objectives:
- evaluate how SEL programs can be culturally representative of newcomer Latinx students;
- gain an understanding of the existing school-based SEL interventions that are available to help best support Latinx newcomer students; and
- apply recommendations from the literature to their work with Latinx newcomers in the schools.
Explaining Error in Teacher Ratings of Student Behavior
Explaining Error in Teacher Ratings of Student Behavior
Scarlett Xiong, Author; Scarlett Xiong, Author
Scarlett Xiong, Author; Scarlett Xiong, Author
Attendees will learn about different student, teacher, and environmental characteristics that contribute to error in teacher ratings of student behavior.
Author(s):
Objectives:
- list student, teacher, and environmental characteristics that contribute to error in teacher ratings of student behavior;
- identify the student, teacher, or environmental characteristics that have been most frequently explored in the literature on teacher rating bias to date; and
- identify the student behaviors that have been most frequently explored in the literature on teacher rating bias to date.
Exploring Best Practices in Threat Assessment in One State
Exploring Best Practices in Threat Assessment in One State
Jessica Palermo, Author; Jessica Palermo, Author
Jessica Palermo, Author; Jessica Palermo, Author
This session will present an analysis of the threat assessment practices in one state that does not mandate schools conduct assessments following threats of violence. Advocacy steps will be discussed.
Author(s):
Objectives:
- understand the core components that should be present in a comprehensive threat assessment plan;
- identify components that were most likely to be present or absent in one state that does not mandate that districts conduct threat assessment after threats of school violence; and
- identify key advocacy steps that can be taken to advocate for school safety reform at the local and state levels.